OverviewThis week-long learning module focuses on the changing shape of the land on our planet. Students will examine how our earth changes and why it is important for explorers to investigate these changes. Through problem-based learning, students will design solutions to slow or prevent the changing the shape of our land. The first grade students will use information and models to represent the kinds of land forms found on earth.
Goals
ObjectivesStudents will:
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Day 1 |
All photos posted with permission
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Subject: Social Studies/Science
Topic - Wind Erosion/Weathering
Activities:
Strategies: blended learning, inquiry, reflective discussion, conducting experiments, observations, model building
Topic - Wind Erosion/Weathering
Activities:
- Flipped Learning - Landforms, Hey!: Crash Course Kids #17.1 (Crash Course Kids, 2015)– Students will watch video and discuss different landforms with a guardian
- Review list of places that explorers explore. Discuss how many of the places are exciting because of the landforms associated with them (caves, mountains, cliffs, etc.)
- Talk about how landforms are shaped by weathering and erosion
- Watch ‘What is Erosion?’ (Billy Blue Hair, 2012). Have students discuss with a partner or small group what types of landscapes they have seen that have been changed by erosion, building on prior knowledge
- Students will be told what a model is, and create a model to show erosion from wind
- Students will pack sand into a container, and use a straw to blow on it showing how wind erodes the land (Faber, 2016).
- Students will record their observations, using words, and drawing pictures or taking photos of the erosion using the erosion observation recording sheet. (Faber, 2016)
- Sheets will be glued into their explorers journal
- Students will discuss and present their observations in small groups
- sand
- straws--1 per child
- plastic container/bin--1 per group
- erosion observation recording sheet (Faber, 2016)--1 per student
- Landforms Hey! (Crash Course Kids, 2015) video
- What is Erosion? (Billy Blue Hair, 2012) video
- 'Places People Explore' chart from last week
Strategies: blended learning, inquiry, reflective discussion, conducting experiments, observations, model building
Day 2
Subject: Science
Topic: Erosion and weathering caused by water
Activities:
- Flipped Learning – Students will watch the ‘Slow Land Changes’ (BrainPOP, 2016) video on Brain Pop Jr.
- Play the erosion puzzle game (BrainPOP, 2016) on iPads
- Discuss yesterday’s erosion experiment
- Read pages on erosion by water in ‘Weathering and Erosion’ (Nelson, 2014)
- Do ‘All Washed Up’ (BrainPOP, 2016) experiment, discussing how models work
- Problem based learning/role play in small groups, students will be given the following message
- You are scientists that need to explain the erosion of rocks from water. In groups, design and build a model to use that you could use to show an environmental agency the effects of erosion on land from water. Use materials from the classroom and the playground. Use books and the internet to provide evidence of what is happening. (I am hoping that they will recreate the experiment from yesterday, but with water, however I am open to other new ideas)
- Students will present their model to the class, record their observations on the erosion observations sheet, and reflect on their model determining if it worked as they intended.
- Students will take photos of their model, print them and add them to their explorer journal reflecting on their model, listing what improvements they would make next time.
- ‘Weathering and Erosion’ (Nelson, 2014) book
- ‘Slow Land Changes’ (BrainPOP, 2016) video and game
- 'All Washed Up' (BrainPOP, 2016) Activity observation sheets
- ‘Sand and Water Erosion’ (Faber, 2016) recording sheet
Strategies: blended learning, problem solving, inquiry, reflective discussion, conducting experiments, games, role playing, model building, cooperative learning groups
Day 3
Subject: Science/Social Studies
Topic: Glaciers
Activities:
Strategies: blended learning, demonstrations, inquiry, conducting experiments, model building
Topic: Glaciers
Activities:
- Flipped learning – Students will watch ‘All About Glaciers for Kids’ (Free School, 2016). They will discuss what glaciers are and how they change the land with their guardian
- Teacher will read page on glaciers to class from ‘Weathering and Erosion’ (Nelson, 2014) book
- We will look at pictures from Mr. Mason’s trip to the Fox Glacier in New Zealand
- Students will watch ‘How Do Glaciers Change the Landscape?’ (Oxford Education, 2015)
- Students will follow directions to model the movement of glaciers by using clay and a "glacial" ice cube filled with sand and pebbles. They will observe, diagram and then write notes about what they have observed during this modeling. (Faber, 2016)
- Students will write in their journal about whether or not they would like to explore glaciers, and discuss the possible dangers
- ‘All About Glaciers for Kids’ (Free School, 2016).
- ‘How Do Glaciers Change the Landscape?’ (Oxford Education, 2015)
- ‘Weathering and Erosion’ (Nelson, 2014) book
- ice cube tray--you only need one ice cube per group
- sand and small pebbles clay--1 stick per student group
- paper towels
- rolling pin
- Glacier movement recording page--1 per student(Faber, 2016)
- glacier info sheet for science notebooks--1/2 per student (Faber, 2016)
- Exploration Journal
Strategies: blended learning, demonstrations, inquiry, conducting experiments, model building
Day 4
Subject: Science/Social Studies
Topic: The effect of erosion on our earth
Activities:
Strategies: blended learning, active learning, structured overview, problem based learning, reflective discussion, conducting experiments, role playing, model building, research projects, reports
Topic: The effect of erosion on our earth
Activities:
- Flipped learning – Watch ‘Erosion, Deposition, Weathering’ (elfmusic123, 2012). Students will discuss the negative effects of erosion with their guardian
- As a class, students will research and make a list of the negative effects of erosion, using books and iPads.
- Students will investigate and compare tools and ways that prevent wind or water from changing the same of the land, discussing their effectiveness. [windbreaks, shrubs, grass, dikes]
- Students will watch ‘The Effect of Erosion Along Coastal Zones in Thailand’ (asean NBC, 2012)
- Through problem based learning, students will be asked to take the role of an aid agency. They will need to design solutions to slow or prevent water from changing the shape of land in Thailand. They will plan and carry out an investigation, using drawings, models, or digital tools, and share their findings.
- Design solutions to slow or prevent wind or water from changing the shape of the land.
- Students will write a report and reflect on the effectiveness of their design
- ‘The Effect of Erosion Along Coastal Zones in Thailand’ (asean NBC, 2012)
- ‘Erosion, Deposition, Weathering’ (elfmusic123, 2012).
- Exploration Journal
- Any equipment for investigation
- iPads
- Erosion solution design rubric (teacher created)
Strategies: blended learning, active learning, structured overview, problem based learning, reflective discussion, conducting experiments, role playing, model building, research projects, reports
Day 5
Subject: Science
Topic: Mountain Formation
Activities:
Strategies: structured overview, explicit teaching, listening and viewing, inquiry, reflective discussion, concept formation, conducting experiments, making a model
Topic: Mountain Formation
Activities:
- Watch ‘Where Do Mountains Come From’ (Billy Blue Hair, 2012)
- Discuss the amount of time it takes for mountains to form and that it is a slow process
- Discuss mountains, see if any students have prior experience mountain climbing
- List the tools that mountain climbers need.
- Tell students that they will be making one last model to show how mountains are formed
- Students will use a Milky Way candy bar as a model. They are given a set of directions to follow. Then they explain what happened in the model to a turn and talk partner. Then the teacher will explain, using a candy bar and then a set of stacked towels, how mountains are formed. (Faber, 2016)
- Students will read, ‘How Mountains Are Made’ (Zoehfeld, 1995), and relate their knowledge from the model to their experiment
- ‘Where Do Mountains Come From’ (Billy Blue Hair, 2012)
- Milky Way bars--1 per student
- plates or napkins
- plastic knife
- Milky Way Observations recording page
- 3-4 dishtowels
- ‘How Mountains Are Made’ (Zoehfeld, 1995)
Strategies: structured overview, explicit teaching, listening and viewing, inquiry, reflective discussion, concept formation, conducting experiments, making a model
Assessment
The exploration journals will be used as both reflection portfolios and learning response logs throughout the Explorers unit. Students will write a reflection for their work in their journal at the end of each week, self-assessing their work. Anecdotal notes will be taken as a form of ongoing formative assessment of observations, questioning, presentations and discussions. These will be written on post it notes attached to each students unit of inquiry (UOI) rubric. They will then be translated onto the rubric at the end of the unit. Formative feedback is essential to for students to guide their instruction throughout the unit. This week, the students erosion solution design project will be evaluated with a rubric.